PUBLICACIONES
Referencias sobre pensamiento histórico y memoria colectiva
- Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism (Rev. and extended ed.). Verso. Enlace: https://is.muni.cz/el/1423/podzim2013/SOC571E/um/Anderson_B_-_Imagined_Communities.pdf
- Aronsson, P., & Elgenius, G. (2014). National Museums and Nation-building in Europe 1750-2010: Mobilization and legitimacy, continuity and change (p. 226). Taylor & Francis. Enlace: https://www.diva-portal.org/smash/get/diva2:779595/FULLTEXT01.pdf
- Asensio, M. & Pol, E. (2017). The Neverending Story about Heritage and Museums: Four Discursive Models. In M. Carretero, S. Berger & M. Grever (Eds.).Palgrave Handbook of Research in Historical Culture and Education (pp. 511-528).London, UK: Palgrave.
- Carretero, M., Asensio, M., & Rodriguez-Moneo, M. (Eds.). (2012). History education and the construction of national identities. Greenwich, CT: Information Age Publishing.
- Carretero, M., Berger, S., & Grever, M. (Eds.). (2017). Palgrave handbook of research in historical culture and education (1st ed.) [PDF]. doi:10.1057/978-1-137-52908-4
- Connor, W. (2004). The timelessness of nations. Nations and Nationalism, 10, 35-47.
- Fivush, R. (2009). Speaking silence: The social construction of silence in autobiographical and cultural narratives. Memory, 18(2), 88-98. https://doi.org/10.1080/09658210903029404. Enlace: https://www.researchgate.net/publication/26329389_Speaking_silence_The_social_construction_of_silence_in_autobiographical_and_cultural_narratives
- Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto, Canada: Nelson.
- Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605. Enlace: https://www.las2.se/wp-content/uploads/2019/10/Seixas-2015-A-Model-of-Historical-Thinking.pdf
- Wertsch, J. V., & Rozin, M. (2000). The Russian Revolution: Official and unofficial accounts. In J. F. Voss, & M. Carretero (Eds.), Learning and reasoning in history: International review of history education (pp. 39-59). London: Routledge.
- Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts. Philadelphia: Temple University Press. Enlace: https://archive.org/details/historicalthinki0000wine/page/n9/mode/2up
Referencias sobre el uso de los videojuegos en contextos de enseñanza
- Adachi, P. J. C., & Willoughby, T. (2013). More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades. Journal of Youth and Adolescence, 42(7), 1041–1052. doi:10.1007/s10964-013-9913-9. Enlace: https://www.researchgate.net/publication/235367249_More_Than_Just_Fun_and_Games_The_Longitudinal_Relationships_Between_Strategic_Video_Games_Self-Reported_Problem_Solving_Skills_and_Academic_Grades
- Apperley, T. (2013). Modding the historians’ code: Historical verisimilitude and the counterfactual imagination. In M. W. Kapell & A. B. Elliott (Eds.), Playing with the past: Digital games and the simulation of history (pp. 185–198). New York, NY: Bloomsbury. Enlace: https://www.academia.edu/4790268/Modding_the_Historians_Code_Historical_Verisimilitude_and_the_Counterfactual_Imagination
- Breuer, J., & Bente, G. (2010). Why so serious? On the relation of serious games and learning. Journal for computer game culture, 4, 7-24. Enlace: https://hal.science/hal-00692052v1/document
- Carretero, M., Cantabrana, M. & Parellada, C. (Eds.) (in press). Digital practices in history education. New York: Springer. Enlace: https://www.academia.edu/88050691/History_Education_in_the_Digital_Age
- Del Moral-Pérez, M. E., & Rodríguez-González, C. (2022). Oportunidades de los videojuegos bélicos para activar el pensamiento crítico: opiniones de los jugadores. Revista Colombiana de Educación, (85), 165–192. doi:10.17227/rce.num85-12561. Enlace: https://www.redalyc.org/journal/4136/413674314018/html/
- Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan. Enlace: https://blog.ufes.br/kyriafinardi/files/2017/10/What-Video-Games-Have-to-Teach-us-About-Learning-and-Literacy-2003.-ilovepdf-compressed.pdf
- Gerber, S., & Scott, L. (2011). Gamers and gaming context: Relationships to critical thinking. British Journal of Educational Technology: Journal of the Council for Educational Technology, 42(5), 842–849. doi:10.1111/j.1467-8535.2010.01106.x
- Metzger, S. A., & Paxton, R. J. (2016). Gaming history: A framework for what video games teach about the past. Theory & Research in Social Education, 44(4), 532-564.
- Wright-Maley, C., Lee, J. K., & Friedman, A. (2018). Digital simulations and games in history education. In The Wiley International Handbook of History Teaching and Learning (pp. 603–629). doi:10.1002/9781119100812.ch23. Enlace: https://www.researchgate.net/publication/323537016_Digital_Simulations_and_Games_in_History_Education
Referencias de los ponentes invitados a los coloquios
- Chapman, A. (2016). Digital games as history: How videogames represent the past and offer access to historical practice. Routledge.
- Egea-Vivancos, A., & Arias-Ferrer, L. (2021). Principles for the design of a history and heritage game based on the evaluation of immersive virtual reality video games. E-Learning and Digital Media, 18(4), 383-402. https://doi.org/10.1177/2042753020980103
- Gautschi, P. (2024). Teaching and Learning History with a Video Game. Design Experiment for When We Disappear. Algorithms & Imagination, 12, 113-117.
- Ikejiri, R. (2022). Development and formative evaluation of a learning game for overcoming typical difficulties in historical thinking. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 1952-1953. International Society of the Learning Sciences.
- Kessner, T. M., & McArthur, H. L. (2022). Opportunities to practice historical thinking and reasoning in a made-for-school history-oriented videogame. International Journal of Child-Computer Interaction, 34, 100545. https://doi.org/10.1016/j.ijcci.2022.100545
- Mukherjee, S. (2017). Videogames and postcolonialism: Empire plays back. Springer.
- Psaltis, C., Carretero, M., & Čehajić-Clancy, S. (2017). History education and conflict transformation. Springer International Publishing. Enlace: https://library.oapen.org/bitstream/handle/20.500.12657/27898/1002103.pdf
- Rochat, Y. (2019). A Quantitative Study of Historical Video Games (1981–2015). Historia Ludens: The Playing Historian, 30. Enlace: https://serval.unil.ch/resource/serval:BIB_0753BFB9F945.P001/REF.pdf
- Šisler, V., Švelch, J., Clybor, S., & Trhoň, O. (2023). Adapting contested national history for global audiences in Attentat 1942 and Svoboda 1945: Liberation. Studies in Eastern European Cinema, 14(1), 69-84. Enlace: https://www.researchgate.net/publication/360475212_Adapting_contested_national_history_for_global_audiences_in_Attentat_1942_and_Svoboda_1945_Liberation
- Venegas, A. (2020). Pasado interactivo: Memoria e historia en el videojuego. Shangrila.